The significance of early childhood in the UK: a review of UK childhood education
The study paradigm
The study paradigm on the significance of play in the early years in a child’s growth and development. Thus, the paradigm develops an insight into the concepts and legitimate contributions to the subject matter, specifically in the UK. As such, the paradigm on early play in the UK childhood development provides a deep insight into the child’s development based on their nature and needs (Woodhead, 2019). Other paradigms emphasize on the need for plurality in comprehending the significance of play into the childhood education in respect to sociocultural processes in England’s. So, the functionalist paradigm is utilized to develop social stability in UK’s early childhood education as part of its corporate social role (Hartai et al., 2014). The UK has experienced shifts in policy paradigm shifts, thus developing political barriers while developing strategies to help parents motivate their children to play at an early age. Furthermore, path dependence has reinforced ethical and dominant paradigms, thus resulting in numerous debates on its significance (Woodhead, 2019).
Research questions
What is the significance of play in the early years of a child’s development?
What is the significance of disruptive innovation towards play in early childhood years?
How has the UK’s education policies affected play in the early years of childhood?
Methodological approach
The study would utilize qualitative methods to exemplify the significance of play in the early years based on the UK context. For instance, case studies would be used to collect information on the impact of early years of playing to learners in the UK (Information Resources Management Association, 2014). Hence, the research proposal relies on a multiple set of evidence exemplifying the significance of play in the early years of a child’s development. Consequently, the qualitative research method for the study focuses on obtaining information from open-minded data having an insight into England’s systems to facilitate play in the early years. Also, the research depends on the results of in-depth interviews and questionnaires subjected to individuals to respond. As a result, the research proposal articulates concerns raised by individuals on the effectiveness of early childhood education in the UK’s context (Information Resources Management Association, 2014). Therefore, the results from qualitative methodology would draw inferences from another set of an argument made by different scholars.
Besides, the research proposal utilizes quantitative methods to determine the significance of play in the early stages. In this case, a descriptive approach would be utilized rather than the experimental variables. Hence, the proposal would focus on detailed and unchanging numerical data to illustrate the effectiveness of play in the early years, such as the ability to develop communication skills (Hartai et al., 2014). As such, all study aspects would be thoroughly investigated to ensure the proposal addresses the advantages of play, such as growing motor skills to help in problem-solving based on England’s context. Furthermore, secondary sources of information would be utilized to exemplify the effectiveness of play in the early years. However, in other cases, mixed methods analysis would be developed to collect, analyze, and integrate data (Information Resources Management Association, 2014). Hence, more than one method of data collection, such as experiments, surveys, focus groups, and interviews, would be utilized.
Literature review
Benefits of play in the early years of childhood development
Ginsburg outlines play in the early years is essential in developing a child’s cognitive, social, and emotional wellbeing. Also, play provides an opportunity for parents to engage with their children while at a very tender age of development. Thus, the author postulates that lack of play in the early years results in abnormal growth and can be termed as a hurried lifestyle. The article depicts that academics in the UK have reduced the necessity of children playing while young and pose significant health and developmental issues. Therefore, the article exemplifies play as an essential part of a child’s development relative to guidelines outlined by the United Nations High Commission for Human Rights. The report shows that poor children are disadvantaged from playing while young compared to kids having abundant resources. Thus, the later tend to gain the full advantages of play while still young.
Why play is important in the early years
The report by Scotts College highlights that play is a right for every child as outlined in the United Nations Convention on the Rights of a Child (The College, 2017). As such, the author has placed a lot of emphasis on the value of play in a child’s development. The report shows that playing in the early years supports the general curiosity held by children as they seek to adventure and comprehend the environment they are living in. Also, playing develop the eagerness to communicate amongst themselves, in which each child is developing unique communication skills (The College, 2017). Moreover, the researchers show to play in the early years is important in developing secure attachments to their peers, educators’ and families. Besides, the report shows that play in the early years seeks to develop the children’s brain, thus gaining reliable intellectual and cognitive benefits. In the playing process, a child is able to improve speech and language since little ones tend to explore and imitate behavior in their surrounding environment. Thus, children would be capable of concentrating on distinct tasks hence regulating their behaviors and emotions.
UK’s early childhood education and care policy
Eva Lloyd exemplifies the significance of care policies adopted by England’s authorities in their quest to positively impact impacting play in the early years of a child’s development. The author stipulates that care policies have improved the effectiveness of play in the early years in the UK by diversifying the children’s intellectual capabilities (Lloyd, 2015). The research shows that play in the early years in education has significantly improved due to policies enacted by the government in an attempt to raise learning standards in the UK. The author outlines that the English education system is different from other countries, thus embarked on advocating for playing in the early years of childhood development to achieve significant developments (Lloyd, 2015). As such, the care policies have helped provide childcare to working parents, thus playing a collective role in the education system.
Overview of the contextual literature
Terms definition
The contextual literature by the above research questions helps find books and articles exemplifying the significance of play in the early years of childhood education in the UK’s context. While carrying out the research, it is vital to understand some of the keywords, such as the philosophical design of the literature review, which provides the different methodologies to be used while carrying out the research. In this case, the philosophy of design depicts the assumptions and implications of this study towards its significance to play during the early years in the UK’s context (Ginsburg, Milteer & Mulligan, 2012). Hence, the contextual literature would help provide solutions to the research questions, thus developing the best course of action. Some of the important terms for the research proposal includes:
Policies- a deliberate system of principles to guide educational decisions based on set rational outcomes.
Innovation- the process of developing new ideas and methods in education to fulfill set goals.
Why the topic matters
The topic matters since it aims at providing a holistic development of children’s cognitive and emotional awareness. The development is important in developing a broad and strong foundation in lifelong learning. So, the topic is vital since it elaborates on the need to play in a child’s wellbeing at a tender age, thus realizing individual goals early enough. Also, the topic is crucial in removing common misconceptions of play in the early years as a venture to only learn basic skills in a child’s life (Ginsburg, Milteer & Mulligan, 2012). So, the research aims at developing a collective approach to addressing children’s needs at a tender age as they brace themselves for further complicated activities. So, the topic lays a strong ground to strengthen students for the different upcoming phases in life. As such, the topic would serve to address the need for ensuring that children play sufficiently in the early years of development.
Moreover, the topic serves to ensure that parents allow their children to play during the early years of development for maximum cognitive development. The children are provided with a holistic developmental approach aimed at meeting the social and physical needs as they psychologically grow and develop. As such, play is significant in nurturing future citizens through the best emotional and cognitive models (Neuman, Josephson & Chua, 2015). Furthermore, the topic shows how to play during the early years helps develop some common skills such as communication. Hence, the learning opportunity provides a chance for the learners to interact with their peers, thus developing interest in each other. The topic provides a chance for children to develop emotional resilience to address their development in terms of literacy practices.
Useful ideas, evidence, and debate
While carrying out the research, it would be noble to understand trends in play relative to modernity guidelines. For instance, trending ideas on the importance of play are vital in comprehending its importance in a child’s development. So, children would be introduced to science education at the right time and address the requirements for developing cognitive developments in their lives (Hartai et al., 2014). Therefore, the learning portfolio would be adjusted to current trends in contemporary society, thus help to achieve set literacy levels. Therefore, the research would help align how children should be prepared for play during their early years of development. Moreover, it is vital to exemplify contentious debates on whether play during the early years is important in a child’s development. Some educational stakeholders in the UK argue that play in the early years does not necessarily improve their cognitive capabilities. (Ginsburg, Milteer & Mulligan, 2012). As such, the research serves to illustrate that play in the early years is vital for personal growth with children developing distinct cognitive capabilities.
In the UK, evidence shows that play for children between the age of 1-8 is critical in developing their cognitive capabilities. Besides, data showed by the Study of Early Education and Development (SEED) shows that playing at a tender age of two years poses great significance in personal development towards life-long learning. In the UK, the use of interdisciplinary learning programs serves the purpose of providing play early in a child’s development, thus nurturing skills (Hartai et al., 2014). As such, the UK government has been at the forefront of developing policies to provide high-quality play opportunities in the country in conjunction with their parents. Thus, the evidence would be crucial in exemplifying the significance of play to contemporary society. (Neuman, Josephson & Chua, 2015).
Project scene
The research project scene seeks insight into the strategies adopted by parents in early childhood education. As such, the project would develop an in-depth analysis of the importance of play during the early stages of growth and development in a child. Thus, the research adopts the UK perception of the need for play during the early years of growth and development. So, a flexible framework would be developed to articulate an interactive process, thus exemplifying the significance of early play in a child’s cognitive development (VanHoorn et al., 2014). Then the scene would compose of a group of children placed in ECEC groups to depict the impact once subjected to play during the early stages of their lives. The scene would also be set in a manner that indicates individual competences once the children are subjected to cross-sectional play early enough.
Moreover, the project scene would be developed in a context that helps relate to the UK’s articulation to play early enough. So, the needs of children globally would be evaluated to conceptualize the best framework for analysis relative to distinct paradigm shifts. Therefore, the scene utilizes alternate paradigm shifts that align with sociocultural issues affecting play while children are young in the UK. The research is thus set in a manner that develops distinct perspectives on the urgency of promoting good governance in early childhood learning in England (VanHoorn et al., 2014).
Underpinning theoretical ideas and practical methods
The research proposes the use of qualitative methods of analysis while collecting and analyzing data on the significance of play to UK children at an early age. As such, the qualitative methods would help outline the variables being measured based on the pre-existing situation in the UK. Also, the qualitative methodological approach ensures mathematical techniques are utilized to manipulate data to achieve the best-perceived results (VanHoorn et al., 2014). Besides, the use of quantitative research methodologies for the study mandates the research to utilize graphs, tables, and charts to develop a textual element of the education sector in the UK. As a result, the graphs and tables ensure that the textual element of the research elements stand in isolation from the rest, thus supplementing the overall description. Therefore, statistical analysis would be possible to analyze the key findings of the undertaken study.
Characteristics
Qualitative research methods are characterized by a naturalistic inquiry whereby the researchers only rely on findings collected by other people. As such, qualitative methods depend on enquires made by other people in the research field to develop the desirable concept in research (Loop, 2018). Also, qualitative methods develop a holistic perspective to research ideas with every finding subjected to an in-depth analysis. In this case, the qualitative research methodologies are characterized by its aims, which help comprehend some of the social aspects characterizing children play while young in the UK. Therefore, the raw data collected for the research are essential in understanding the policies undertaken by the UK government to achieve the best achievable results for the study.
The characteristics of quantitative research methods include the use of models and hypotheses while collecting primary data. Thus, quantities methods ensure they collect empirical data to be used for the research, thus developing a structured approach towards analysis (Loop, 2018). Besides, the data is normally collected using structured research instruments, with the results being a representative of the large population of early childhood in the UK. Thus, the gathered evidence serves to be replicated and repeated when carrying such research in the future. Moreover, the mixed research methods utilize both open and closed data in response to the research questions. As such, they follow a rigorous and persuasive process that integrates data from both quantitative and qualitative research methods (Yoshikawa & Kabay, 2015). So, mixed research methods aim at strengthening the conclusions made in the study.
Literature suggestions
Literature suggests that children between the age of four years and starting compulsory primary education should have played while young. As such, literature postulates that countries such as the UK should provide incentives to motivate children to play early enough to develop necessary skills in learning (Tickell, 2011). For instance, accessibility to playgrounds is some of the vital incentives that the government should provide to parents living in congested estates in the country. The incentives serve to increase cognitive abilities among the children in the UK through resource investment. Consequently, UK policymakers have been mandated to advocate for more investment in ECEC due to its beneficial effects on play in the early years of development.
Moreover, literature shows that the research should fulfill the provisions provided by ECEC to achieve the benefits of early play in education. Hence, the study stands to highlight the significance of play in the early years in the UK relative to the growing concerns to continuously achieve growth and development among children. Thus, the research methods must be carried out based on the contributions and reports, as highlighted by international organizations on the significance of play in childhood development (Lloyd, 2015). Besides, literature shows that the study should utilize perspectives developed by the EU despite the UK having a different education system than the rest. So, non-economic benefits resulting from social inclusion in the research would align with the policy framework developed by the UK. Thus, the UK is a first world country, stands a chance to achieve 100% significance of ECEC.
Selecting data sources
The research proposal selects data from secondary sources with the process preceding the actual data collection. However, the secondary sources’ data selection sources must adhere to set integrity requirements, thus easing the justification process. A larger number of texts would be reviewed; thus, a cluster sampling strategy would be utilized. The applicability of the sampling strategy is dependent on the homogenous nature of the statistical population of early childhood learners in the UK. The total population of the subject group would be divided into smaller cluster groups to analyze the significance of early childhood education in the UK (Yoshikawa & Kabay, 2015). There are no legal costs to be incurred while researching. For instance, the target sampling groups must be provided with incentives to lure them into participating in the research. Also, there are no legal access issues since there is no need to liaise with the caregivers and obtain information on whether the child played in the early years. As a result, the data sources selection follows a strict process to ensure that the gathered information is clear, thus would not contradict the resulting outcome.
Sort of data gathered
The research would gather information from secondary sources since they have an in-depth analysis of the significance of play in the early years in the UK. Besides, the secondary sources have been critically analyzed by competent researchers having vast knowledge in the UK children’s caregiving system. As a result, the research would not be from a personal perspective but evidence-based.
Ethical considerations
The research would utilize informed consent as one of the ethical considerations while undertaking the research. As a result, the obtained data would accurately represent guidelines undertaken by the UK government in ensuring children play early by coordinating with their caregivers. Thus, the target group would be legally represented to avoid infringement of individual rights.
Data safety
Security procedures, such as copyrights, would be provided to ensure that the data is safely stored. As such, strict measures would be developed to ensure the right procedures are followed while managing and disposing of the data.
References
Ginsburg, R. M., Milteer, K. R., & Mulligan, D. A. (2012). The importance of play in promoting healthy child development and maintaining strong parent-child bond: Focus on children in poverty. Pediatrics, 129(1), e204-e213. Link: https://pediatrics.aappublications.org/content/129/1/e204.short
Hartai, L., Andóczi, J., Horváth, Z., Jakab, G., Szijártó, I., Wijnen, C., … & Sinko, P. (2014). Report on Formal Media Education in Europe (WP3). EMEDUS: European Media Literacy Education Study [cit. 2017-01-17]. Dostupné na WWW: http://presscafe. EU/assets/img/formal-media-education. pdf. Link: https://eavi.eu/wp-content/uploads/2017/02/Media-Education-in-European-Schools-2.pdf
Information Resources Management Association (Ed.). (2014). STEM Education: Concepts, Methodologies, Tools, and Applications. IGI Global. Link: https://books.google.com/books?hl=en&lr=&id=CKeXBgAAQBAJ&oi=fnd&pg=PP1&dq=Early+Childhood+Development:+Concepts,+Methodologies,+Tools,+and+Applications+(3+Volumes)&ots=E4J16SKmwd&sig=523xgAeXp3_oxueQWsJAt1YPZeg
Lloyd, E. (2015). Early childhood education and care policy in England under the Coalition Government. London Review of Education, 13(2), 144-156. Link: https://www.ingentaconnect.com/content/ioep/clre/2015/00000013/00000002/art00012
Loop, E. (2018). Different Types of Methodologies | Synonym. Retrieved 11 April 2020, from https://classroom.synonym.com/different-types-methodologies-7459438.html
Neuman, M. J., Josephson, K., & Chua, P. G. (2015). A Review of the Literature: Early childhood care and education (ECCE) personnel in low-and middle-income countries. Early Childhood Care and Education Working Papers Series, 4. Link: http://education2030-africa.org/images/talent/Atelier_melqo/Policies-and-Strategies-to-Enhance-the-Quality-of-Early-Childhood-Educators.pdf
The College. (2017). Why play is important in the early years. Retrieved 12 April 2020, from https://www.tsc.nsw.edu.au/tscnews/5-reasons-why-play-is-important-in-the-early-years
Tickell, C. (2011). The Early Years: Foundations for life, health, and learning: an independent report on the early years’ foundation stage to Her Majesty’s government. link: http://outdoormatters.co.uk/wp-content/uploads/2011/04/The-Early-Years-Foundations-for-life-health-and-learning.pdf
VanHoorn, J., Nourot, P. M., Scales, B., & Alward, K. R. (2014). Play at the center of the curriculum. Pearson Higher Ed. Link: https://ghnet.guelphhumber.ca/files/course_outlines/ECS2020_outline_W12_Pascarielle.approved.pdf
Woodhead, M. (2019). Towards a global paradigm for research into early childhood education. European Early Childhood Education Research Journal, 7(1), 5-22. Link: https://www.tandfonline.com/doi/abs/10.1080/13502939985208291
Yoshikawa, H., & Kabay, S. (2015). The evidence base on early childhood care and education in global contexts. Link: http://disde.minedu.gob.pe/handle/123456789/4187